This blog post will walk through how the Chicago Architecture Foundation can now issue badges from ForAllRubrics to the Chicago City of Learning.

Now that the Chicago Architecture Foundation (CAF) has given permission on the Chicago City of Learning for ForAllRubrics to access their account, CAF users can access their Chicago City of Learning Badges on ForAllRubrics.

CAF users can issue badges on ForAllRubrics to learners participating in their programs.

Learners can connect their ForAllRubrics account to their Chicago City of Learning account.

And the badges issued via ForAllRubrics are available on the Chicago City of Learning!

Good news! Students can now access ForAllRubrics from within Edmodo. They will be able to access published rubric results, view earned badges, self & peer assess classmates, pledge for badges, write to their ePortfolio and so much more! See our previous post for more info on Teacher access to ForAllRubrics via Edmodo.

Teachers Can Export Their Edmodo Rosters into ForAllRubrics:

In the ForAllRubrics App, Teachers Can Score their Students’ Work:

Students Can Access Their ForAllRubrics ePortfolio directly from Edmodo:

1. As an organization, it is hard to publicize learning opportunities.

2. As a learner, it is difficult to find relevant learning opportunities.

Our Solution

We are creating a pilot implementation that leverages RSS and open source software to experiment with a model implementation for Open Sharing of Learning Opportunities. For this pilot, we are collaborating with the Community STEM Badge Ecosystem and the Ultimate Hub Moonshot.

ForAllRubrics is going to host WordPress sites for organizations that want to publish information about learning opportunities. The learning opportunities will be shared as blog posts with event metadata to support discovery and recommendation.

Recommendation and publication of learning opportunities will be done on various platforms including WordPress and Tiki-Toki. The recommendations will be filtered and presented as appropriate for the target learners. The HIPC, C-STEMBE and Ultimate Hub teams will be working together to create effective pilot examples. These examples will help identify what is working and what steps we should take next.

We are submitting a proposal to DML2005 to lead a workshop on “Designing Your Personal Learning Trajectory.” This interactive workshop will explore issues related to supporting learners’ lifelong process of designing their own personal learning trajectory. We will use our web app ForAllLearners as an example of how technology can be designed to serve as a GPS for helping learners reflect on where they have been and plan for where they want to go. Some of the topics for discussion will include the following.

What are some effective approaches that learners use in constructing their personal learning trajectory? What are some benefits and difficulties of these approaches?

What are effective ways that the connected context of available learning opportunities can be presented to learners?

What learning artifacts and reflections are helpful in supporting the planning and achievement of learner’s personal learning goals?

ForAllLearners is a tool we’ve been working on to support a learners’ own lifelong process of designing their personal learning trajectory.

Our current iteration of ForAllLearners has three essential components:

the learner’s own pathway of learning experiences

the learner’s reflections that capture their personal story at particular points in time

the connected context of available learning opportunities

We are going to use DML2015 as a laboratory for experimenting with ForAllLearners and supporting attendee’s ongoing conference-long process of designing their personal learning trajectory. Attendee’s will be able to use ForAllLearners to:

View the connected context of available learning opportunities at DML2015

Here is a preview of ForAllLearners, a tool to help learners navigate all their learning experiences throughout their lifetime. ForAllLearners will allow learners to:

(1) capture learning artifacts to permanently record evidence of their learning,

(2) reflect on learning experiences to continuously refine their own story of who they are and who they want to be and

(3) plan their next steps in pursuing their passions and interests to construct a path toward the life they want to live and the person they want to be.

Badging as credentialing supports learning from the point of view of employers, schools and others that control opportunities. By specifying what credentials are desirable for a job, school admission or program participation, badges provides a way for these organizations to communicate what skills they believe are valuable.

Badging for learning supports learning from the point of view of teachers. By sharing the teacher’s perspective on a learner’s progress, badges provide learning artifacts and milestones to guide the learner as they participate in a learning activity.

Badging as lifelong learning supports learning from the point of view of learners. By helping learners record, reflect and plan their learning experiences, badges provide a way for learners to take ownership of their own lifelong learning.